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Higher education and disability: digital accessibility and assistive technology in the UK

In: Handbook of Higher Education and Disability

Author

Listed:
  • Louise Carleen Grimmett
  • Desiree Tan
  • Zachary Walker

Abstract

Assistive Technology (AT) applied within Higher Education Institutions (HEIs) shows great promise to enable individuals with disabilities to succeed in tertiary education in the United Kingdom (UK). To fulfil its promise of supporting disabled students to succeed in UK HEIs, digital accessibility policy and practice needs strengthening. Varying belief systems about the “disabled student’s” experience, and inefficiencies in policy, planning and the implementation of AT, have all hindered the digital prowess for the student-user, the academic and the Higher Education (HE) disability adviser/practitioner. Additionally, not enough attention has been given to inclusivity models, whereby AT that would benefit a disabled student would likely benefit all students in a teaching and learning environment. In this chapter, we explore some of UK HE’s key failures to grasp AT’s ability to empower disabled students and offer suggestions for moving forward.

Suggested Citation

  • Louise Carleen Grimmett & Desiree Tan & Zachary Walker, 2023. "Higher education and disability: digital accessibility and assistive technology in the UK," Chapters, in: Joseph W. Madaus & Lyman L. Dukes III (ed.), Handbook of Higher Education and Disability, chapter 25, pages 338-350, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:21119_25
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    File URL: https://www.elgaronline.com/doi/10.4337/9781802204056.00037
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